Relevant bibliographies by topics / Constructivism (Art)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Constructivism (Art)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Constructivism (Art)"

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Ермилова, Дарья, and Darya Ermilova. "Soviet constructivism as a creative design concept of the XX century." Servis Plus 11, no. 3 (September 19, 2017): 54–70. http://dx.doi.org/10.22412/1993-7768-11-3-7.

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The article is devoted to the theory and practice of Soviet constructivism as a creative concept in the design of the XX century in the context of the theory of "production art". Subject of research considers to be theoretical propositions, which were implemented in particular design methods and projects of industrial clothes and constructivist fabrics as an example of practical implementation of the ideas of constructivism. The aim of the study is the examination of constructivism as a creative concept in the design from the point of view of formation peculiarities of its theoretical bases and design methodologies. The hypothesis of the study is the constructivism, which arose under the influence of "industrial art" concept, among other things, suggested the active use of the graphical method of forming and methods of combinatorial programmed forming, which were due to the creative experience in the field of non-objective painting. The study uses the cultural studies approach, which considers design activity of constructivists in close connection with the realities of the era, a systematic approach that allows revealing the relationship of aesthetic theories with the concrete practice of design-design, art analysis in the description of projects of the constructivists. The article proves the influence of the theory of "industrial art" on the formation of the concept of constructivism, analyzes the origins and features of the method of constructivism, especially the graphics method of forming and methods of programmed forming. The article compares the concepts of constructivism with the trends of costume design of the XX century. There are identified the "weak points" of the concept and method of constructivism, which became one of the reasons for failing to fully implement projects in practice. For the first time there were identified the causes of failures in the design of the costume, not associated with ideological attitudes, and with the very creative method. The results of the study fill the insufficiently developed areas in the history of constructivism. Because the constructivism methods remain relevant for modern design, the results of the study can be applied in teaching of "Design" profes-sional disciplines.
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Srebnik, Anita. "Theo van Doesburg, Vladimir Tatlin en de constructivistische reis naar de vierde dimensie." Neerlandica Wratislaviensia 28 (June 26, 2019): 183–202. http://dx.doi.org/10.19195/0860-0716.28.14.

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Theo van Doesburg, Vladimir Tatlin and the constructivist journey to the fourth dimension The magazine De Stijl is considered a constructivist magazine with Theo van Doesburg at its centre, especially among writers. This article tries to find an answer to the question: which characteristics in van Doesburg’s poetry make him a literary constructivist, taking into account the premises of the original constructivism as it emerged in pre-revolutionary Russia at the beginning of the 20th century. This is done by analysing his poem entitled X-Beelden 1920 which could come close to constructivism. First, there follows a brief outline of some essential features of a constructivist work of art, explained by presenting an example from architecture, which at the time was considered the most important art also for literary constructivists. This idea was inspired by the non-Euclidean geometry and the theory of relativity. The new concept of time and space developed at the beginning of the 20th century was adopted by many artists, among them van Doesburg. Although he often reflected upon it in his programmatic essays, not enough evidence was found to prove the thesis that his poem X-Beelden 1920 could be constructivist and that the fourth dimension would find its way into his literary practice.
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SERHIYENKO, S. "ANALYSIS OF MUSICAL ART TEACHING METHODS IN THE PARADIGM OF THE CONSTRUCTIVIST APPROACH." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 7, 2022): 179–88. http://dx.doi.org/10.31494/2412-9208-2022-1-3-179-188.

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The article considers the problem of choosing methods of teaching music in educational institutions in the paradigm of constructivist approach to the organization of educational activities. The purpose of the article is to provide an overview of some general approaches and strategies for teaching music based on the constructivist theory of learning in secondary school. Among the analyzed methods are a lecture, demonstration and modeling, opening method, video showing, tour, role play, project, survey technique, opening method. The article also highlights the factors that determine the choice of teaching method. The main tasks are as follows: to determine the key characteristics of the constructivist approach to learning, to analyze the key provisions of the basic theories of cognitive cognition; to analyze the main methods of teaching music in terms of their coordination with the constructivist approach to learning. Theoretical and empirical methods were used in the study. During the study, theoretical and methodological sources on the research problem were analyzed, the potential of teaching methods was practically assessed in order to organize the educational process in the discipline «musical art» in the context of constructivism theory, the factors determining the choice of teaching methods were identified. Analysis of the problem of selection of methods of teaching music in the paradigm of the constructivist approach allows us to note that the theory of constructivism provides for the possibility of personal construction of knowledge and educational activities by students. Under such a system of teaching, students' knowledge is an individual, variable interpretation of the presented and assimilated information, which provides a conscious perception of music and deep reflection during the educational process. The novelty of the study lies in the study and application of the theory of social constructivism in order to optimize the selection of teaching methods for the successful implementation of the educational process of music art in educational institutions. Key words: constructivism, cognitive cognition, cognitive development, lecture, method of demonstration and modeling, method of video showing, method of interrogation, method of exercises, method of learning through discovery, discussions and debates, role play, project, excursion.
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Giżycki, Marcin. "Construction – Reproduction: Graphics, Photography and Film in Polish Constructivism." Kwartalnik Filmowy, Special Issue (December 31, 2013): 203–16. http://dx.doi.org/10.36744/kf.1902.

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Giżycki deals with the problem of an interest in photography and film, shown by Polish avant-garde artists from its beginnings. According to Giżycki, photomontage, film, prints made of typographic elements, and first of all film collage were the means that were perfectly suitable for the realisation of Constructivist ideas. One of the basic aims of Constructivism – to turn towards new materials – could be put in practice through the use of finished and prefabricated elements. Giżycki traces the way in which the artworks were evolving from the „literary quality” of the early photomontages of Mieczysław Szczuka, Teresa Żarnower’s abstract and geometric compositions, Stefan and Franciszka Themerson’s films, inspired by Constructivism Pharmacy (1930) and Europa (1932) and Jalu Kurek’s (Rhytmic Calculations, 1932) into typically collage-montage films of Janusz Maria Brzeski (Sections, 1931; Concrete, 1933) or his anti-Utopian and anti-industrial series of photomontages Birth of a Robot (1934). Giżycki also points out that after a period of Utopian projects by artists relishing a regained freedom, the Constructivists expressed through art their, mostly left-wing, political beliefs. [originally published in Polish in Kwartalnik Filmowy 2006, no. 54-55, pp. 31-44]
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Kayii, NumbaraBari E., and Margaret E. Akpomi. "Constructivist Approaches: A Budding Paradigm for Teaching and Learning Entrepreneurship Education." International Journal of Education, Teaching, and Social Sciences 2, no. 1 (February 4, 2022): 31–44. http://dx.doi.org/10.47747/ijets.v2i1.586.

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Constructivism is an approach to learning that believes in the personal construction of knowledge by learners through the interaction of prior knowledge to form a new experience. Constructivism represents the state-of-the-art in the teaching of Mathematics and Sciences at all levels of education. However, there is less work on constructivist teaching and learning in Entrepreneurship Education. This study reviewed theoretical and empirical studies on constructivism with emphasis on how it can help organizations achieve value creation through the vehicle of Entrepreneurship Education. Also, the study summarizes the pedagogical goals of constructivist learning and conceptualizes the dimensions of Entrepreneurship Education, the relevance of Entrepreneurship Education, teaching methods in Business Education, and brings out an understanding of the paradigm shift. The study reveals that the focus of Entrepreneurship Education is to promote innovation and value creation among learners. Consequently, the researcher has drawn a useful conclusion on the application of constructivist approaches in teaching Entrepreneurship Education, and it was recommended, among others; that stable industrial policy on the collaboration between small business entrepreneurs and research institutions for the exploitation of research findings of those institutions to achieve sustainable technological development.
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Prater, Michael. "Constructivism and Technology in Art Education." Art Education 54, no. 6 (November 2001): 43. http://dx.doi.org/10.2307/3193914.

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Pendikova, I. "Constructivism and Art Deco: the reaction of Elite art?" Experiment 15, no. 1 (2009): 92–98. http://dx.doi.org/10.1163/2211730x-01501016.

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Shilo, Alexander V. "Gosprom Ensemble in Kharkiv and the Concept of Modern Style." Docomomo Journal, no. 70 (April 15, 2024): 18–26. http://dx.doi.org/10.52200/docomomo.70.03.

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The ideologists of Constructivism and “production art” of the 1920s put forward the slogan “not style, but method!”. However, the Constructivists-“productionists” movement carried a stylistic charge of great power. The intentions of the Constructivists-“productionists”, their manifestos and slogans are polemically pointed evidence of their awareness of their own place in the Soviet culture of the 1920s. Creative practice continued the development of a certain artistic tradition. It is necessary to reconstruct the development of the problem of style in the concept of “productionists” as a natural and historically determined stage of the movement. The manifestation of the rejection of the idea of style in artistic creativity in the concept of “production art” paradoxically corresponds to its specific conditions in setting the task of creating and identifying the mechanism for the development of modern style. They are analyzed in the article.The “anti-stylistic” orientation of “production art” was paradoxically opposed to the orientation towards a “Constructivist style”. In the late 1920s, it covered a wide range of architects and artists who did not belong to the Constructivist movement and who opposed them. In this regard, the fate of several outstanding monuments of the Modern Movement in the architecture of Kharkiv is indicative — the House of State Industry (Gosprom), the House of Projects and the House of Cooperation. They were the largest and most integral ensemble in their architectural and compositional solution, which embodied the ideas of the Modern Movement in Soviet architecture. The reconstruction of the ensemble after the Great Patriotic War (1941-1945) showed the contradictions that were embedded in the Constructivist concept of the modern style. The duality of understanding the art form in it was revealed. On the one hand, it acted as an independent stylistic entity. On the other hand, it could also be considered as a framework, a “draft” of some further work with the form. The concept of modern style defended by the “productionists” was problematized by the practice of “Constructivist stylizations”.
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Rozin, Vadim Markovich. "Notes on the nature of avant-garde and constructivism." Культура и искусство, no. 5 (May 2020): 106–19. http://dx.doi.org/10.7256/2454-0625.2020.5.32555.

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Based on the materials of the family of architects Zimonenko-Feierstein, this article examines the peculiarities of avant-garde and constructivism. Roman Feierstein and Lyubov Zimonenko graduated the Moscow University of Arctitecture and were taught by pedagogues – the representative of avant-garde and constructivism. To understand the nature of avant-garde and constructivism, the author characterizes the goals and tasks solved by these trends and concepts, as well as analyzes the works of Roman Feierstein and Lyubov Zimonenko. It is demonstrated that constructivists create artistic reality, juxtaposing and simultaneously combining various processes and contents, sending over consciousness of a spectator to a particular reality. This pattern is inherent not only to figurative art, but also literature. The article employs situational and comparative analysis, methods of reconstruction of the works of applied arts and generalization. As a result, the author was able to reveal certain peculiarities of avant-garde and constructivism as an approach and activity, as well as underline that avant-garde and constructivism as approaches also suggest conceptualism. The role of conceptualism consists in outlining and explaining of reality, created by an artist for their audience.
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Simspon, Judith. "Constructivism and Connection Making in Art Education." Art Education 49, no. 1 (January 1996): 53. http://dx.doi.org/10.2307/3193579.

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Dissertations / Theses on the topic "Constructivism (Art)"

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Taylor, B. D. "After constructivism." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:a09edf30-cdad-40a1-aa3e-03ce482a478c.

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This thesis examines the legacy and consequences of Constructivism in art, from the early days of the Russian avant-garde to recent times and today. The Introduction explains how the concept of faktura, first theorised around 1912 by David Burliuk and others, came to designate the material qualities rather than the subject-matter of art. Chapter 1: Towards A Constructive Ideal, traces the progress of faktura in the reliefs of V.Tatlin from 1913. The ancestry of faktura in the Eastern icon tradition is emphasised, where a close relation between sight and touch already suggested a new type of encounter between the viewer and the object of art. The chapter further examines the importance of faktura to Suprematism, and examines A.Rodchenko’s appeal to line as a rational element of construction and as a weapon against ‘composition’ in art. Chapter 2: Time and the Viewer presents evidence of the importance to artists in the period 1940-70 of the real-time encounter between viewer and the art-object, first in American and British ‘Constructionism’, and then in the Minimal art of Judd, Morris and others. The chapter ends with a discussion of temporality in relation to abstract paintings of Rothko and de Kooning. Chapter 3: Irregular Curves: Science and ‘The Organic’ reprises the minority Constructivism of Mikhail Matyushin and Pyotr Miturich that claimed organic structures were superior to technicist ones. Evidence is presented that the rectilinear grid was always subject to challenge, initially in the art of Emma Kunz, Jean Arp and other pre-war modernists but latterly among those for whom ‘field’ and ‘curvature’ became relevant formats after 1945. Particularly with the development of computing from the 1970s, new geometries based on iteration and scale-invariancy assumed major relevance to constructed art. Chapter 4: Constructivism Now presents evidence of the application of Constructivist principles in recent art, initially in Dan Flavin’s ‘monuments’ to Tatlin and others and subsequently in so-called Neo-Geo and Op art of the 1970s and 1980s. From that period on, albeit often in a register of irony and ‘serious play’, faktura in a Constructivist sense continued, and continues today, to define the relation between viewer and object of art.
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Gubbins, Pete. "Constructivism to minimal art : from revolution via evolution." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38056/.

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Modern art owes a debt to Constructivism. In particular, Minimal art owes a debt to Russian Constructivism. In something akin to the suspension of Lenin’s embalmed body, Constructivism has been suspended since its demise. In this thesis I propose that the short-lived phenomenon of Russian Constructivism was revisited and further explored with the Minimal art moment in the West. Minimal artists in the United States were influenced by the works of the Constructivists, but due to the cold war this influence was suppressed. Constructivism in its original form ceased before the ideas and ideological urges of the Russian Constructivists were fulfilled. This form of art, that had a strong connection with a utopian social ideal, by 1932 was replaced by the officially decreed art of the Stalin era; Socialist Realism. The Constructivist moment did not lead into an artistic cul-de-sac because of the death of Lenin in 1924. The Constructivists have had an influence far beyond the years in which they first flourished and I intend to show that Constructivism has been unfairly misrepresented. From my research there is no question that Minimal art in the United States used Constructivist ideas. But the correlation between Minimal art and Constructivism was obscured by cold war politics, by many of the texts which have discussed Constructivism since, as well as by unconvincing curatorial decisions. This situation has led to an unacceptable degree of misrepresentation of the influence that Constructivism has had on Minimal art. Russian and Soviet Constructivism, rather than being seen as a cultural dead-end, should be viewed as a means by which the freedom to follow a non-representational path for abstract art was secured. Constructivism’s influence on Minimal art has been undervalued. This thesis aims to settle the debt.
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Busbea, Stephanie Dickson. "The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5385/.

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The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected through three methods: interviews with subjects at three points during the semester, student documents produced during the three activities, and a field journal of observations made during the activities. The multiple data sources were triangulated to reveal nine patterns of learning. The data evidence that constructivism results in a deeper understanding of art and art processes than in a typical art appreciation course in which learners are merely passive recipients of knowledge. This was not only indicated by the nine patterns of learning which emerged from the data, but also in the students' awareness and regulating of their cognitive processes. Although the research provided an in-depth understanding of this case and should not represent or be generalized to the entire population of art appreciation students, the results of this study suggest that art appreciation instructors have an opportunity to facilitate high levels of student thinking and encourage metacognitive skills through constructivist methods such as the ones used in this study.
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Brenner, Gladys. "From Constructivism to Deconstructivism." VCU Scholars Compass, 1990. http://hdl.handle.net/10156/1334.

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Thesis (M.F.A.)--Virginia Commonwealth University, 1990.
Title on page 6. Two folded displays. Prepared for: Dept. of Communication Arts and Design. Includes bibliographical references. Also available online.
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Fink, Anastasia. "The Nature of my Art." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/92.

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In this arts-based thesis for a Masters degree in art education, I explored the meaning of my artwork through a constructivist investigation. During the process of artist research and making artwork, I was able to push boundaries for my art and myself and I was able to discover what kind of artist I was and what meaning was behind my artwork. This process of research,questioning, reflective documentation, and discovery has provided new tools and styles for teaching my students how to find their own personal voice in their artwork.
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Guagliumi, Arthur Robert. "Assemblage art: origins and sources /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10910244.

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Thesis (Ed.D)--Teachers College, Columbia University, 1990.
Includes appendices. Typescript; issued also on microfilm. Sponsor: Justin Schorr. Dissertation Committee: David S. Nateman. Bibliography: leaves 162-186.
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Heard, John Marlon. "My Experiences Incorporating Constructivist Teaching Strategies within an Art Education Classroom." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/14.

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A reliance on a teacher-centered model of instruction presented the foundation for my research. I chose to investigate constructivist theory and to implement constructivist teaching practices within my art education classroom to determine if constructivist teaching practices would facilitate a shift to a more student-centered learning environment, and to determine if constructivist strategies positively impact student learning. I collected my raw data using autoethnographic recording, documenting my results over a two month period in January and February of 2007 from my experiences as an art educator at a public, Metro-Atlanta elementary school. A positive impact on student learning was observed and the constructivist teaching strategies did produce student-centered learning environments. Based on my experiences constructivist teaching strategies may be beneficial to the creation of student-centered learning environments and assist in broadening student inquiry and investment with lessons.
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Hui, King-man. "A study of computer support for collaborative learning in secondary art education /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148503.

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Jardine, Boris Samuel. "Scientific moderns." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610691.

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Berchiche, Celine. "L'influence d'Auguste Herbin après 1945." Thesis, Paris 4, 2012. http://www.theses.fr/2012PA040171.

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Après 1945, Auguste Herbin (Quiévy 1882 - Paris 1960) devient le maître en France de l’abstraction géométrique, une référence pour la seconde génération d’artistes abstraits, à la fois en Europe et dans le reste du monde. Les peintures d’Herbin réalisées à partir de son alphabet plastique, c’est-à-dire de 1942 à 1960 posèrent les jalons d’expérimentations nouvelles dans le domaine de l’art optique, de l’art cinétique, de l’art concret et de l’hard edge. La plupart des travaux réalisés par les artistes présents dans le Paris de l’après seconde guerre mondiale, tels Baertling, Agam, Dewasne, Vasarely, Soto, Fruhtrunk etc., n’auraient pu se concevoir sans la connaissance et l’assimilation du vocabulaire herbinien. Avait-on véritablement pris la mesure du rôle d’Auguste Herbin dans l’histoire et l’évolution de l’art abstrait ?
After 1945, Auguste Herbin (1882-1960) became the leading French abstract, geometric artist and an inspirational figure to abstract artists in both Europe and the Americas. Herbin’s Plastic Alphabet paintings are the forerunners of the wider experimentation in op’art, concrete art and hard edge painting. Much of the work by artists dominant in Paris in the 50’s and 60’s, such as Baertling, Agam, Dewasne, Vasarely, Soto, Fruhtrunk, is unimaginable without the advance wich Herbin represents
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Books on the topic "Constructivism (Art)"

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Stephen, Bann, ed. The Tradition of constructivism. New York, N.Y: Da Capo Press, 1990.

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1891-1956, Rodchenko Aleksandr Mikhaĭlovich, Popova Li︠u︡bovʹ Sergeevna 1889-1924, Tupitsyn Margarita, Kratiko Mouseio Synchronēs Technēs (Greece), Museo Nacional Centro de Arte Reina Sofía., and Tate Modern (Gallery), eds. Rodchenko & Popova: Defining constructivism. London: Tate Pub., 2009.

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1891-1956, Rodchenko Aleksandr Mikhaĭlovich, Popova Li︠u︡bovʹ Sergeevna 1889-1924, Tupitsyn Margarita, Kratiko Mouseio Synchronēs Technēs (Greece), Museo Nacional Centro de Arte Reina Sofía., and Tate Modern (Gallery), eds. Rodchenko & Popova: Defining constructivism. London: Tate Pub., 2009.

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1891-1956, Rodchenko Aleksandr Mikhaĭlovich, Popova Li︠u︡bovʹ Sergeevna 1889-1924, Tupitsyn Margarita, Kratiko Mouseio Synchronēs Technēs (Greece), Museo Nacional Centro de Arte Reina Sofía., and Tate Modern (Gallery), eds. Rodchenko & Popova: Defining constructivism. London: Tate Pub., 2009.

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Corporation, Encyclopaedia Britannica Educational. Art in the 20th century: Constructivism. Chicago, IL: Encyclopaedia Britannica Educational Corporation, 1990.

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1900-1984, Alkema Wobbe, ed. Wobbe Alkema en het constructivisme. [Groningen]: Groninger Museum, 2007.

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Delaye, Laurent. British constructivism: The Catherine Petitgas collection. Chichester: Pallant House Gallery, 2017.

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José, León Vela, and Seminario Internacional "El Constructivismo Hoy" (1st : 1991 : Escuela de Arquitectura de Sevilla), eds. El constructivismo hoy. [Sevilla]: Secretariado de Publicaciones de la Universidad de Sevilla, 1992.

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Jaroslav, Anďel, Henry Art Gallery, Walker Art Center, and Gosudarstvennai͡a︡ Tretʹi͡a︡kovskai͡a︡ galerei͡a︡, eds. Art into life: Russian Constructivism, 1914-1932. Seattle: Henry Art Gallery, University of Washington, 1990.

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L, Zhadova, ed. Tatlin. London: Thames and Hudson, 1988.

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Book chapters on the topic "Constructivism (Art)"

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Clements, Paul. "Functional Art: Autonomy, Morality, Constructivism and Commodification." In Art, Elitism, Authenticity and Liberty, 51–69. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003315315-4.

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Wünsche, Isabel. "24 Louis Lozowick: Russian Constructivism and American Machine Art." In 100 Years On: Revisiting the First Russian Art Exhibition of 1922, 154–56. Köln: Böhlau Verlag, 2022. http://dx.doi.org/10.7788/9783412525668.154.

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Pál Szeredi, Merse. "21 Lajos Kassák’s Interaction with Russian Constructivism in Vienna, 1920–24." In 100 Years On: Revisiting the First Russian Art Exhibition of 1922, 133–41. Köln: Böhlau Verlag, 2022. http://dx.doi.org/10.7788/9783412525668.133.

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Guo, Man. "Reform and Practice of English Speech Teaching in Art Colleges Based on Social Constructivism." In Proceedings of the 2022 4th International Conference on Literature, Art and Human Development (ICLAHD 2022), 859–65. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-97-8_109.

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Prisching, Manfred. "Why are Peter L. Berger and Thomas Luckmann Austrians?" In Social Constructivism as Paradigm?, 21–44. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429467714-2.

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Lebow, Richard Ned. "Thucydides the Constructivist." In Pioneers in Arts, Humanities, Science, Engineering, Practice, 87–113. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34150-7_9.

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Rosal, Marcia L. "Art-Making as a Cognitive-Constructivist Process." In Cognitive-Behavioral Art Therapy, 39–60. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315459257-3.

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Cleveland-Innes, M., and J. Hawryluk. "Designing Online Learning Communities." In Handbook of Open, Distance and Digital Education, 1–17. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_82-1.

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AbstractHigher education course design is moving increasingly toward constructivist, collaborative approaches for higher-order learning. A community-based approach to learning fits both this type of pedagogy and preferred learning outcomes related to critical thinking and metacognition. This is particularly necessary when moving such learning online, and the need for a community is even more important for engagement and motivation than in-person learning, where community and connection is often created organically. Online learning communities can be effectively created using the community of inquiry theoretical framework, as it intentionally makes space for learners to express their teaching, social, and cognitive presences. To support the design of effective online learning experiences, how each presence fits into the constructivist and inquiry-based approaches is explained in this chapter. As well, applications are suggested. Finally, assessment approaches are provided that are in line with the tenets of constructivism, inquiry-based learning, and hence the community of inquiry.
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Cleveland-Innes, M., and J. Hawryluk. "Designing Online Learning Communities." In Handbook of Open, Distance and Digital Education, 1339–55. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_82.

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AbstractHigher education course design is moving increasingly toward constructivist, collaborative approaches for higher-order learning. A community-based approach to learning fits both this type of pedagogy and preferred learning outcomes related to critical thinking and metacognition. This is particularly necessary when moving such learning online, and the need for a community is even more important for engagement and motivation than in-person learning, where community and connection is often created organically. Online learning communities can be effectively created using the community of inquiry theoretical framework, as it intentionally makes space for learners to express their teaching, social, and cognitive presences. To support the design of effective online learning experiences, how each presence fits into the constructivist and inquiry-based approaches is explained in this chapter. As well, applications are suggested. Finally, assessment approaches are provided that are in line with the tenets of constructivism, inquiry-based learning, and hence the community of inquiry.
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Saudelli, Mary Gene. "Constructivist Learning Theory and Contemporary Debates." In The Balancing Act, 15–25. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-016-1_2.

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Conference papers on the topic "Constructivism (Art)"

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Cui, Zhenfei, and Yu Guo. "A Research on the Application of Constructivism to Martial Art Teaching in Colleges and Universities." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.121.

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Frémontier-Murphy, Camille. "At the Sources of an Artistic Mutation towards Science: the First Years of the Journal Leonardo (1968-1981) as a Forum for the Pioneers of Digital Art." In 28th International Symposium on Electronic Art. Paris: Ecole des arts decoratifs - PSL, 2024. http://dx.doi.org/10.69564/isea2023-8-short-fremontier-murphy-artistic-mutation-towards-science.

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SHORT PAPER. The journal Leonardo was founded in 1968 by Frank Malina, a pioneer of light art in Paris and of aerospace science in the United States. Leonardo encouraged artists to publish their work in the manner of scientists. It was a new initiative developed in the revolutionary context of the 1960s and that allowed artists, scientists, psychologists to exchange on the subjects of art, perceptions, science, society... Many pioneers of digital art took part in the adventure, including Vera Molnar, Zdenek Sykora, Charles Csuri, and the artist-novelist Herbert Franke, who became the advocate of the theories and the protagonists of digital art spread out over the four corners of the planet, just about everywhere a computer could be found. The growing group was defending a more conceptual approach to art, closer to the spectator, a new form of art rooted in Constructivism and that was in symbiosis with society’s mutation towards technology.
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XU, XUE-MEI, and YOU-BIN CHEN. "TOWARDS AN INTEGRATIVE APPROACH TO IDEOLOGICAL AND POLITICAL EDUCATION: A CASE STUDY OF ‘AN INTRODUCTION’ WITH THE ‘XUEXI QIANGGUO’ APP." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35688.

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In this new era of mobile internet, in the face of the demanding task of educating students and helping them to have correct values, so that they can understand socialism with Chinese characteristics better and be willing to make contributions to our Chinese dream of national rejuvenation, we teachers should advance with the times, and design our ideological and political education courses properly to enhance college students’ integrative motivation to make learning a part of their everyday life, and help them develop a good habit in their lifetime. Based on constructivism, we can make use of some smart phone-based apps like “Xuexi Qiangguo” to have an integrative approach. This app is distinctive, authoritative, and powerful, like a great treasure house with a lot of news, theories, and stories. It is flexible, easily accessible, and efficient, and is able to us make a big difference in teaching. Our case study shows how we can actually rebuild a preview mechanism, upgrade our learning style and better evaluation mechanism for better teaching of some courses.
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Zhanlu, Xu. "Four Dimensions of College Students’ Effective Participation in the Political Education Class Based on the Perspective of Constructivism Theory." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.27.

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Xie, Qiong. "Practice, Immersion and Collaboration — the Teaching Exploration of the Integration of Traditional Culture Into Art Design Course From the Constructivism Theory." In The 6th International Conference on Arts, Design and Contemporary Education (ICADCE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210106.058.

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Arpentieva, M. R., H. Retnawati, T. A. Akhmetova, M. N. A. Azman, and G. K. Kassymova. "Constructivist approach in pedagogical science." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, Satbayev University, 2021. http://dx.doi.org/10.31643/2021.02.

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The article examines the problems of constructivist understanding of education, the innovations, opportunities and limitations that the constructivist model of the pedagogical process offers. The aim of the work was to analyze the constructivist model of education and those innovations and prospects for understanding the modern educational process that the constructivist approach brings. Constructivism changes the view of teachers and other scientists and practitioners in their view of what is happening in the relations of people in education. Due to its controversial nature, the development of the ideas of constructivism in the context of the development of educational ideologies and technologies leads to the reconceptualization of the traditional model of education, and the constructionist model of education itself can and should become the object of systematic methodological, theoretical, empirical and applied research. Any of the educational approaches available now can be disclosed as an example of a constructivist model of education, the leading features of which are the dialogic nature of education, the focus on understanding the inner and outer world in dialogue with significant other people, the consideration of such a dialogue as a process of building a person's own life world and himself, as a creative "rediscovery" of the basic truths of human existence, as the adoption of socially and personally significant decisions in a situation of educational, professional, life choice.
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Stefan, Mihaela aurelia. "USING CONSTRUCTIVIST THEORY IN E-LEARNING EFFECTIVELY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-036.

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Constructivism is a theory of learning centered on apprenticeship in scientific knowledge of reality, bringing science as a process in school. If traditional training focus is on the teacher, on his teaching activity in order to achieve certain objectives, standardized ,in constructivism learning important is the reality known being interpreted, understood by each student's own. Under the new constructivist guidelines there is no longer focus on the reception of transmitted information, but it is intended that pupils / students to critically analyze, solve varied cooperate, teacher having the role to guide and facilitate learning activity. In this paper we assume that e-learning offers to students the opportunity to learn constructivist and vice versa, using educational situations where ICT resources are significant use, the autodidact has the ability to document himself , to obtain updated information, to enrich the vocabulary of the domain of interest, to develop strategies for building knowledge. To validate the previous assumption, the methods used were: systematic observation, questionnaire, focus group interview. From our investigative analysis approach, we split opinions/beliefs of students about the process of e-learning, we recorded systematic observations on the behavior of learning in the educational activity. This study is intended as a support, in understanding the complexity of academic learning, emphasizing the idea that the professionalization of teaching, a constructivist learning requires and develops e-learning capabilities. Passionate student of a particular area, certainly will not limitate himself to a course support, he sought to consult other virtual bibliographic sources to discover, build by multimedia, structured and focused informations.
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Stefan, Mihaela aurelia, and Alexandrina mihaela Popescu. "FORMING FUTURE-TEACHER STUDENTS USING CONSTRUCTIVIST THEORY IN E-LEARNING EFFECTIVELY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-196.

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Abstract: Constructivism is a theory of learning centered on apprenticeship in scientific knowledge of reality, bringing science as a process in school. If traditional training focus is on the teacher, on his teaching activity in order to achieve certain objectives, standardized ,in constructivism learning important is the reality known being interpreted, understood by each student's own. Under the new constructivist guidelines there is no longer focus on the reception of transmitted information, but it is intended that pupils / students to critically analyze, solve varied cooperate, teacher having the role to guide and facilitate learning activity In this paper we assume that e-learning offers to students the opportunity to learn constructivist and vice versa, using educational situations where ICT resources are significant use, the autodidact has the ability to document himself , to obtain updated information, to enrich the vocabulary of the domain of interest, to develop strategies for building knowledge. To validate the previous assumption, the methods used were: systematic observation, questionnaire, focus group interview From our investigative analysis approach, we split opinions / beliefs of students about the process of e-learning, we recorded systematic observations on the behavior of learning in the educational activity. This study is intended as a support, in understanding the complexity of academic learning, emphasizing the idea that the professionalization of teaching, a constructivist learning requires and develops e-learning capabilities. Passionate student of a particular area, certainly will not limitate himself to a course support, he sought to consult other virtual bibliographic sources to discover, build by multimedia, structured and focused informations.
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Flynn, Patrick, Miriam Dunn, Maureen O’Connor, and Mark Price. "Rethinking the Crit: A New Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.5.

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The ‘crit’, short for ‘criticism’, is an assessment practice central to the education of the architect, internationally. It has its roots in the psychologist, Jean Piaget’s constructivism framework which at its core aims to place the student at the centre of the learning experience and allow them to develop critical thinking and creative skills through learning-by-doing. The ‘crit’ also aims to foster a culture of learning and reflective practice as described by Donald Schon in The Reflective Practitioner – How Professionals Think In Action, 1983, so the student gains agency over their education. Because crits take place in architecture and art schools, it might be assumed that they serve these educational ends. However, there is a great deal of evidence – both empirical and critical – to suggest that crits encourage conformity rather than creativity, and that they serve dominant cultural paradigms rather than the ideal of open-ended learning.
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Krpec, Radek. "MY WAY TO CONSTRUCTIVISM." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.088.

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Reports on the topic "Constructivism (Art)"

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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька, and Владислав Павлович Голівер. Software requirements engineering training: problematic questions. Криворізький державний педагогічний університет, January 2022. http://dx.doi.org/10.31812/123456789/6980.

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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.
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Arrona, Ainhoa. Can interpretive policy analysis contribute to a critical scholarship on regional innovation policy studies? Universidad de Deusto, 2017. http://dx.doi.org/10.18543/anfz6835.

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There are an increasing number of critical voices within the innovation community who are raising questions around the relevance of innovation policy research to innovation policy practice. With the aim of contributing to a more relevant regional innovation policy research, this paper, builds on reflections along these lines presented by Morlacchi and Martin (2009), followed by Uyarra, Flanagan and Laranja (Flanagan & Uyarra, 2016; Flanagan, Uyarra, & Laranja, 2011), as well as issues raised and developed by action research scholars in general and the ‘action research for territorial development’ approach (Karlsen & Larrea, 2014a) in particular. Specifically, based on the idea that a greater diversity of approaches to policy analysis would benefit innovation studies, the paper argues for incorporating ideas developed by interpretive policy analysis scholars. The paper presents concepts and approaches that in our opinion require further exploration or strengthening, including the practice perspective, ‘ordering devices’, collaborative or dialogical approaches to policy analysis and constructivist approaches to policy learning.
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Bottino, Mattia. ECMI Minorities Blog. Francophone, Francophile, and Gallo-Romance peripheries in Piedmont and the Aosta Valley. European Centre for Minority Issues, November 2023. http://dx.doi.org/10.53779/alpj4698.

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The blog post discusses the linguistic and cultural peculiarities of Piedmont and the Aosta Valley, two regions that have historically straddled France and Italy. It provides a brief historical linguistic overview of the development of Gallo-Romance languages (French, Franco-Provençal, and Occitan) in these regions. The piece describes the Francophile and Francophone orientation of Piedmont throughout its history, as well as the belated introduction of Tuscan (Italian). It stresses the singularity of Piedmontese, and its close linguistic relation to neighbouring Gallo-Romance languages. Against this background, the text assesses the current state and vitality of Franco- and Gallo-Romance peripheries within the borders of Italy, and explains how such identities have evolved, been reshaped or become politicized. Primordialist and constructivist perspectives on national (and minority) identities are combined to better understand the development, decay, and reconfiguration of linguistic and cultural identities in Piedmont and the Aosta Valley.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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